Artificial intelligence (AI) is making significant strides in various professions, including education. While teachers have been quick to embrace AI tools, the involvement of school psychologists in this technological shift has been less documented. A recent study published in School Psychology sheds light on how U.S. school psychologists are utilizing AI, their perceptions of its advantages, and the concerns they harbor regarding its implementation.
“This study provides empirical support for AI’s growing role in school psychology and is the first to document the use of AI among practitioners,” explained Ryan Farmer, the corresponding author, in a collaborative effort with co-authors Adam Lockwood, Randy Floyd, and Alec Sisco, as noted in a preprint of the study.
The integration of AI tools in psychology is accelerating. According to surveys by the American Psychological Association, the proportion of psychologists employing AI surged from 29% in 2024 to 56% in 2025. This trend indicates a growing acceptance and reliance on AI in the field.
In the realm of education, a 2025 survey involving 2,000 teachers conducted by Gallup and The Walton Family Foundation revealed that 60% of K-12 educators are utilizing AI tools in their professional practices. Among those surveyed, AI usage was reported by 55% of elementary school teachers, 67% of middle school teachers, and 66% of high school teachers during the 2024-2025 academic year.
But what about school psychologists? Until now, there has been limited information regarding their use of AI tools. The recent study surveyed nearly 200 school psychologists across the U.S., aiming to assess the frequency of AI use in their work, their attitudes towards it, and any ethical or professional reservations they might have.
“As the field faces increasing workloads, workforce shortages, and the rising complexity of student needs, it is essential to understand how AI can ethically support school psychologists,” the authors emphasized.
Out of a total of 344 school psychologists, 199 met the study’s criteria, which included providing services in a school or clinical setting in the past six months and consenting to participate. Although the sample size is modest, it provides valuable insights and marks a pioneering effort in this area.
The findings reveal that about two-thirds of the surveyed school psychologists have utilized AI in the past six months. The key applications reported include generating recommendations (52.8%), report writing (37%), addressing work-related queries (28%), creating summaries (27.6%), and crafting simplified explanations (26.8%). Impressively, 94% of the respondents confirmed that they review AI-generated content before finalizing any documentation.
Furthermore, AI tools are also used for generating emails (22%), developing IEP (Individualized Education Program) or treatment goals (18%), creating presentation content (15.7%), interpreting test results (13%), compiling lists of empirically supported treatments (9.5%), translating materials (8.6%), formulating treatment plans (6%), and taking notes (6%). Other miscellaneous uses were reported by 9.5% of respondents.
To gauge their perceptions of the quality of AI-generated professional content, school psychologists responded using a seven-point Likert scale. The predominant response was neutral. Among the non-neutral responses that indicated agreement (Strongly Agree, Agree, Somewhat Agree), 50% felt that AI-generated recommendations were as good as or better than their own, while perceptions were lower for IEP and treatment goals (39%), treatment plans (27.5%), session and progress notes (25.5%), and test interpretations (24.7%).
For those who disagreed (Strongly Disagree, Disagree, Somewhat Disagree) that AI matched their quality of work, responses were 46.6% for AI-generated reporting, 44% for test interpretations, and 32% for treatment plans.
Interestingly, ethical considerations revealed that 59% of the respondents had not disclosed their use of AI to parents, administrators, or other stakeholders, and only 5% reported having formal policies regarding AI in their workplaces.
“School psychologists are increasingly adopting AI, primarily for documentation and recommendations; however, ethical concerns persist, particularly around transparency and data security,” the researchers concluded.
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